This material summarises the main ideas that were discussed at the meeting and contains suggestions about how to continue working together. Ez az anyag összefoglalja a főbb gondolatokat, melyeket megbeszéltünk a találkozón és a folytatásra vonatkozó javaslatokat is tartalmaz.

Check your introductions of the two speakers, which you based on the recordings entitled 'Introduce yourself!" by listening to this recording. Teachers can expand on these introductions by prompting the students to provide more information about themselves. This recording can also be used together with the handouts entitled "Basic Introductions and Language to Work with in the Classroom" and "Adjectives: an Introduction".

Listen to the introductions and make notes on the following: the people's name, occupation, nationality, where they are based, etc. Try to collect as many pieces of information about them as you can. Then try to introduce them to someone else. You can check your solution from the audio material posted under the title "Introducing people to each other". Teachers can expand on these introductions by prompting the students to provide more information about themselves. This recording can also be used together with the handouts entitled "Basic Introductions and Language to Work with in the Classroom" and "Adjectives: an Introduction".

This list of minimal pairs, read by Rita Seregélyi and Attila Veress, is taken from the course book Concise Introduction to Hungarian by Peter Sherwood. These minimal pairs provide excellent practice in all vowels and consonants of Hungarian, and especially vowel and consonant length. It contrasts discrete examples for both. The teacher can use it as a starting point for a gap-fill spelling exercise (e.g. students have to fill in the vowels in words, or long v. short consonants) but they can just simply play the recording while students repeat the words. Students can also be asked to write down the words before they are given the list.

This list of minimal pairs, read by Rita Seregélyi and Attila Veress, is taken from the course book Concise Introduction to Hungarian by Peter Sherwood. These minimal pairs provide excellent practice in all vowels and consonants of Hungarian, and especially vowel and consonant length. It contrasts discrete examples for both. The teacher can use it as a starting point for a gap-fill spelling exercise (e.g. students have to fill in the vowels in words, or long v. short consonants) but they can just simply play the recording while students repeat the words. Students can also be asked to write down the words before they are given the list.

The words are read by Rita Seregély. Teachers can ask students to try to write them down or repeat them after the recording, while determining the vowel harmony class of the words in question. Suitable for beginners.

This is an English translation of the one-minute story 'Prestige', which was adapted from the original by István Örkény. The Hungarian and English texts can be used on their own or with the material entitled 'Why study Hungarian?', especially part 2.

A talk written and delivered by Eszter Tarsoly and Riitta-Liisa Valijarvi at Sustaining a Global Society: Languages of the Wider World, SOAS 29-30 March 2012. We discuss the inductive and deductive methods in teaching reading skills. The primary data consists of interviews conducted with students. We intend to turn the presentation into an academic paper.

This material is recommended for students in transition from university (where they studied for a degree in modern languages) to the world of job seekers. It gives ideas about potential career paths and especially the skills gained beyond language skills while studying for a degree in modern languages. It can be used by language teachers advising their students but also by the students independently or by personal tutors. When discussing this material with regards to a particular language, it takes roughly 60 minutes to work through it with a small group of students.

This material is based on a presentation co-authored with Riitta-Liisa Valijärvi for the conference 'Language Futures: Languages in Higher Education Conference 2012' held in Edinburgh on 5 and 6 July 2012.

This material is based on a presentation co-authored with Riitta-Liisa Valijärvi for the conference 'Sustaining a Global Society: Languages of the Wider World', held at the School for Oriental and African Studies on 29 and 30 March 2012.

This work sheet is divided into two parts, focusing on transition to developing writing skills in two different ways in Hungarian. Before starting to work on either of them, learners should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY Below, you will learn more about the writer István Örkény, by whom one of the students in the video recording reads a short prose piece Fűre lépni tilos ‘It is forbidden to step on the grass’. If you want to study this piece, you can go to the Language Box material ‘Why study Hungarian_Part 1’. In 'Why study Hungarian_Part 2' you can study the short story 'Prestige' by the same writer.

This recording of 'Prestige', a one-minute story by István Örkény, can be used on its own or together with the slower recording (see the previous upload for Hungarian). It was created to complement the materials posted under Why study Hungarian_Part 2 but it can be used independently.

This recording of 'Prestige', a one-minute story by István Örkény, can be used on its own or together with the faster recording (see the next upload for Hungarian). It was created to complement the materials posted under Why study Hungarian_Part 2 but it can be used independently.

WHY STUDY HUNGARIAN? AN INTRODUCTION TO LANGUAGE AND CULTURE FOR BEGINNERS AND MORE ADVANCED LEARNERS This work sheet is divided into four different levels and four parts. Before starting to work on either of them, learners should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY The other key source for this work sheet is a short story by István Örkény by whom one of the students in the video recording reads a short prose piece Fűre lépni tilos ‘It is forbidden to step on the grass’. If you want to study this piece, you can go to the Language Box material ‘Why study Hungarian_Part 1’. Students can find the new text and its English translation, as well as two different (a slower and a faster) audio recordings of the text on Language Box under the link to materials entitled ‘Why Hungarian_Prestige’ (slow and fast readings).

This video is one of the recordings to be used with the handout titled Why study Hungarian_Part 1. This recording was created and uploaded on YouTube by Másképpmintmások. The students participating were students of Hungarian at the time at UCL/SSEES.

This work sheet is divided into two parts. Before starting to work on either of them, students should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY This material was designed for those thinking of starting to learn a modern language or Hungarian, and/or students in transition from beginner to lower intermediate level.

This material is a taster of not only Hungarian but language learning in general. It can be used with students considering to start learning a new language, especially Hungarian. It takes about 60 minutes to complete in a small group setting (up to 5 people) and 90 minutes in a larger class.

A talk given by Riitta-Liisa Valijarvi and Eszter Tarsoly at Language Futures: Languages in Higher Education Conference 2012 in Edinburgh 7 July 2012. We discuss the possibilities and pitfalls of Google Translate in the language classroom. The talk contains examples from morphologically complex languages Finnish and Hungarian and our suggestions on how to use Google Translate in teaching and learning languages. We are in the process of writing an academic paper about the topic.

This material can be used with lower intermediate classes, once all the local case suffixes and most other suffixes have been encountered. A two-page work sheet shows how these suffixes are used in time expressions, it expands on the knowledge of numbers, and it also gives an opportunity to check the understanding of this area.

This material shows a table of the demonstrative pronouns and the assimilation patterns in the case-suffixed forms. It also gives many examples and exercises. It is suitable, although challenging, for beginners.

This material will help students consolidate their vocabulary and grammar after they have participated in 20 contact hours. There is a variety of exercises, including multiple choice, gap-fill, and sentence generator.

This handout allows students to expand their vocabulary and learn to describe a city centre and their favourite place or town. It is also suitable for summary and revision material on local cases and especially postpositions.

This material is best used as a follow-up after the completion of the exercises and conversation practice centred on the accusative. Students will have a chance to gain further practice in the definite conjugation -- form and function. The last two pages offer two short poetry readings by two of Hungary's most prominent mid-twentieth century poets. This material can be introduced after approximately 30 taught hours.

The dialogues which serve as a basis of the exercises on these handouts will help students to go shopping independently in bookstores and clothes shops. While the knowledge of the form and function of the accusative is consolidated, the students' vocabulary improves to include parts of the body, items of clothing, and types of books and publications.

With the help of these exercises students can consolidate their knowledge of the form of the accusative, and improve their understanding of the function of this suffix. The dialogue helps students to acquire communicative skills.

This material will help you to learn days of the week and months, and other useful time expressions. It it will also unveil a geeky little detail about the cultural historical background of these words.

This handout helps to put in practice what has been learnt about the use of 'van' and 'vannak'. Students can practise these short dialogues in pairs or in groups, using the adjectives that they previously learnt.

The exercises presented here contribute grammar to the teaching of adjectives. You can practice when to use 'van' and 'vannak' (the 3SG and 3PL form of the verb) in existential sentences. You will also learn to identify equational sentences.

This material allows students to acquire vocabulary which comes handy when describing oneself or others, and talking about how we feel. The use of 'is' and 'nem' is also illustrated here. This handout can be used together with the two others on Equational and Existential sentences; in the teaching of the verb 'van'.

This handout contains dialogue patters for basic introductions, talking about jobs, nationalities, and language skills. It also teaches vocabulary related to the classroom environment, while the main grammar points are to introduce some plural forms and differenciate between equative and existential sentences.